Kenneth A. Dodge

%% Journal Articles
@article{fds272165,
Author = {Bellanti, CJ and Bierman, KL},
Title = {Disentangling the impact of low cognitive ability and
inattention on social behavior and peer relationships.
Conduct Problems Prevention Re search Group.},
Journal = {Journal of Clinical Child Psychology},
Volume = {29},
Number = {1},
Pages = {66-75},
Year = {2000},
Month = {March},
url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2767167/},
Abstract = {Examined the shared and unique contributions of low
cognitive ability and inattention to the development of
social behavior problems and peer relationships of children
at the time of school entry. Kindergarten and first-grade
assessments of cognitive ability, inattention and prosocial
and aggressive behavior were collected for a multisite,
normative sample. Sociometric assessments of peer
relationships were collected at the end of first grade.
Cognitive ability and inattention both contributed to the
prediction of social behavior and peer relationships. Low
cognitive ability was particularly predictive of prosocial
skill deficits, and social behavior mediated the relation
between cognitive ability and social preference. Inattention
predicted both prosocial skill deficits and elevated
aggressive-disruptive behavior problems. Behavior problems
partially mediated the relation between inattention and
social preference. Identified subgroups of children with
elevated levels of inattention or low cognitive ability
showed different patterns of peer problems, with low
acceptance characteristic of the low cognitive ability
(only) group and high dislike ratings characteristic of the
inattentive and inattentive/low-ability group. Implications
are discussed for the design of early intervention and
prevention programs.},
Doi = {10.1207/s15374424jccp2901_7},
Key = {fds272165}
}
@article{fds272227,
Author = {Dodge, KA and Lochman, JE and Harnish, JD and Bates, JE and Pettit,
GS},
Title = {Reactive and proactive aggression in school children and
psychiatrically impaired chronically assaultive
youth.},
Journal = {Journal of Abnormal Psychology},
Volume = {106},
Number = {1},
Pages = {37-51},
Year = {1997},
Month = {February},
ISSN = {0021-843X},
url = {http://www.ncbi.nlm.nih.gov/pubmed/9103716},
Abstract = {The authors proposed that reactively aggressive and
proactively aggressive types of antisocial youth would
differ in developmental histories, concurrent adjustment,
and social information-processing patterns. In Study 1, 585
boys and girls classified into groups called reactive
aggressive, proactive aggressive, pervasively aggressive
(combined type), and nonaggressive revealed distinct
profiles. Only the reactive aggressive groups demonstrated
histories of physical abuse and early onset of problems,
adjustment problems in peer relations, and inadequate
encoding and problem-solving processing patterns. Only the
proactive aggressive groups demonstrated a processing
pattern of anticipating positive outcomes for aggressing. In
Study 2, 50 psychiatrically impaired chronically violent
boys classified as reactively violent or proactively violent
demonstrated differences in age of onset of problem
behavior, adjustment problems, and processing
problems.},
Doi = {10.1037//0021-843x.106.1.37},
Key = {fds272227}
}
@article{fds272226,
Author = {Harrist, AW and Zaia, AF and Bates, JE and Dodge, KA and Pettit,
GS},
Title = {Subtypes of social withdrawal in early childhood:
Sociometric status and social-cognitive differences across
four years},
Journal = {Child Development},
Volume = {68},
Number = {2},
Pages = {332-348},
Year = {1997},
url = {http://dx.doi.org/10.1111/1467-8624.ep9706130499},
Abstract = {From a sample of 567 kindergartners observed during free
play, 150 children were classified as socially withdrawn and
followed over 4 years. A cluster analysis involving teacher
ratings was used to identify subtypes of withdrawn children.
Four clusters were identified, 3 fitting profiles found in
the literature and labeled unsociable (n = 96),
passive-anxious (n = 23), and active-isolate (n = 19), and 1
typically not discussed, labeled sad/depressed (n = 12).
Sociometric ratings indicated that unsociable children had
elevated rates of sociometric neglect, active-isolates had
higher than expected levels of rejection, and sad/depressed
children had elevated rates of both neglect and rejection.
Subtypes also differed in social information-processing
patterns, with active-isolate children displaying the least
competent skills. The findings that some subtypes experience
more difficulty than others might account for the ambiguity
in extant studies regarding whether or not social withdrawal
is a risk factor in psychosocial development, because
withdrawal has most often been treated as a unitary
construct in the past.},
Doi = {10.1111/1467-8624.ep9706130499},
Key = {fds272226}
}